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Neumann University Education Division

LESSON PLAN
Course Description
DEPARTMENT: EDUCATION
TEACHER: Miss. Kazunas COURSE: WRITING
GRADE 3rd Grade TOTAL STUDENTS: 18 DATE: JANUARY 19, 2017
LEVEL:
TIME/PERIOD: 30 minutes
TOPICS: Session 6: Taking Stock and Setting Goals

PA Common Core Standards


Referenced from http://www.pdesas.org/ for PA State approved academic standards (Grade-specific Numbers & Descriptions)

CC.1.4.3.L: Demonstrate a grade-appropriate command of the conventions of standard English


grammar, usage, capitalization, punctuation, and spelling.

CC.1.5.3.A: Engage effectively in a range of collaborative discussions on grade-level topics and texts,
building on others ideas and expressing their own clearly.

Objectives
Objectives correspond with PA State Common Core Standards listed above (SWBAT)

SWBAT identify what a goal is


SWBAT set realistic goals they want to see in their writing
SWBAT create an action plan for their writing process

Lesson Introduction: (5 min)


(Activate background knowledge & set purpose)

On the back rug we will discus what a goal is; something you are trying to do or achieve. We will talk about
how each goal needs steps to follow in order to accomplish their goals. With every goal there are opinions and
thoughts that are included to strengthen their topics for their persuasive writing. I will mention how a huge part
of editing, which we focused on yesterday can be when we set a goal and provide examples which is using
another strategy to improve our writing.

Activities/Procedures: (5-10 min)


Lesson Plans are conducive to student achievement and focus on PA State CC standards and objectives

I will distribute third grade opinion writing checklists to each student. As a whole group we will go over the
anchor chart, see attachment. We will discus the steps to follow in their writing notebooks. I will call on about
three or four students to give me their topics to try and get some ideas they can do to improve their papers and
create goals to set for themselves.

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Neumann University Education Division

Closing& Assessment: (20 min)


Students will return to their seats with their writing notebooks and checklists. They are going to create their own
ultimate goal and ideas they can think of to help make improvements. Individually, the students will think of
ideas and write them down on the next clean page of their notebooks. Then they will continue writing their
persuasive writing including their new changes they wrote about. I will go around individually to every student
and find out where they are and what they need more support or help with as well as ensuring they are where
they are expected and can follow the lesson.

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Assessment Procedures: (check all that apply)
Structure should simulate PSSA testing format to assist with PSSA test prep
Formative Summative
Guided Practice Participation Unit/Chapter Test PSSA Type Questions
Enrichment PSSA Type Questions Oral Notebook Check
Presentation
Homework Notebook Check Research Project Authentic Assessment
Group Work Authentic Assessment Technology Other:
Rubric Other: Rubric
Independent Practice Portfolios
Materials/Resources
List of resources used and incorporated into activity and assessments, attach any teacher made materials and/or worksheets
Anchor chart: Goals to keep In Mind Other:
Checklists for each student
Writing notebooks

Accommodations
(IEP/Child specific)

For specific students I will watch closely and sit with For students that have a hard time focusing, I might
them to help provide additional support, read over have them move around the room in a quiet area with
what they have, provide clues to help with their fewer distractions; depending on what is best for their
writing. individual needs.
I will provide them with their own miniature anchor
chart to keep at their desk to stay on task. In addition
to the one I will hang up in the classroom for the class
to refer back to.

Differentiated Instruction
(Easier/Support & Harder/Enrichment)

I can choose some of the children who have a hard For students that find this task easy, they can think of
time focusing or brainstorming as quickly as examples multiple (about two or three) goals they can set or
of what they can do as they set a goal for themselves. ideas they want to see in their papers along with at
As a class we can think of some ways they can least four bullet points to consider when editing their
improve and aim their work toward reaching their work.
goal.

Notes for the Substitute

In accordance with Neumann University educational guidelines for emergent teachers please describe how the
following INTASC Principles were reflected in your lesson plan and the delivery of the lesson.

INTASC Principles
Interstate New Teachers Assessment and Support Consortium

INTASC 1: Making content meaningful


The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches
and creates learning experiences that make these aspects of subject matter meaningful for students.
Evidence/Reflection:

INTASC 2: Child development and learning theory


The teacher understands how children learn and develop and can provide learning opportunities that support their
intellectual, social, and personal development.
Evidence/Reflection:

INTASC 3: Learning styles/diversity


The teacher understands how students differ in their approaches to learning and creates instructional opportunities
that are adapted to diverse learners.
Evidence/Reflection:

INTASC 4: Instructional strategies/problem solving


The teacher understands and uses a variety of instructional strategies to encourage students development of
critical thinking, problem solving, and performance skills.
Evidence/Reflection:

INTASC 5: Motivation and behavior


The teacher uses an understanding individual and group motivation and behavior to create a learning environment
that encourages positive social interaction, active engagements in learning, and self-motivation.
Evidence/Reflection:

INTASC 6: Communication/knowledge
The teacher uses knowledge of effective verbal, nonverbal and media communication techniques to foster active
inquiry, collaboration, and supportive interaction in the classroom.
Evidence/Reflection:

INTASC 7: Planning for instruction


The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum
goals.
Evidence/Reflection:

INTASC 8: Assessment
The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous
intellectual, social, and physical development of the learner.
Evidence/Reflection:

INTASC 9: Professional growth/reflection


The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on
others (students, parents, and other professionals in the learning community) and who actively seeks out
opportunities to grow professionally.
Evidence/Reflection:

INTASC 10: Interpersonal relationships


The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support
students learning and well-being.
Evidence/Reflection: